Meta

ipaded

Self-assessment and peer-assessment play a very important role in the Drama classroom. Getting into the habit of constantly reflecting on one’s performances and the performances of others is paramount to learning how to think like an artist. Ever since the introduction of iPads in our school, I have made use of eLearning tools to facilitate the processes of self-assessment and peer-assessment in my drama classes. One of my favorite tools is Google Forms.

Before class, I would create a form with the indicators that need to be self- or peer-assessed (examples of each attached: peer assessment form and self assessment form), and then QR-code the link to these forms. Before the performances, students would scan the QR code and gain access to the Google Form. I would instruct them to read the form and have a think about the criteria upon which they are assessing themselves and/or their classmates. After watching the performances, students would then fill out the relevant form and click ‘Submit’.

When I started using Google Forms, the process would end there: clicking ‘Submit’. I would then encourage them to write a short reflection on their self- or peer-assessment and keep it in their folios. However, I felt like this data that I’m collecting in spreadsheets is so valuable and gives me such a great insight into the students’ feelings about their creations in the drama classroom (my undergrad degree had a huge ‘statistics component’ so I actually get really excited about ‘data’!).

I wanted to share those insights with the students, but didn’t really know how to make it relevant. Until one day, I decided to actually show my students the ‘summary of their responses’ (I have attached a PDF of such a summary generated by Google Forms, scroll down to see how data is represented visually). Google Forms has a wonderful feature where it summarises responses as bar-charts, and I showed these bar-charts to the students. Their initial reaction was: ‘Sirrrrr this is DRAMA not MATHS!’ We looked at some of these indicators and discussed the meaning of the data. What does it mean when the indicator ‘I projected my voice well enough during my performance’ got a 50% response of ‘sometimes’, and a 25% response of ‘usually’? It means that we need to have a discussion about voice projection and ways to improve it! So, we started going through these bar-charts and discussing the areas where we, as a class, may need to work on, whether it’s voice projection, or use of the performance space, or use of facial expressions.

I have found that this approach really got the students thinking about indicators they need to pay more attention to in order to develop as performing artists. The students realized that they weren’t alone, and that there are others in the classroom who struggle with the same skills, and it was done anonymously through Google’s wonderful ‘summary of responses’ feature! The students now actually request that I show them a summary of the responses whenever we use Google Forms in the drama class!

It has been said that feedback is the main driver behind learning; and this is a great example of how data can be used to give meaningful and timely feedback that can move the students’ learning forward!

I have been teaching in iPad classrooms for nearly 18 months now. During the first few months, the biggest obstacle I faced was creating an efficient workflow between myself and the students. By ‘workflow‘ I am referring to a system that enables the teacher to easily distribute tasks to the students, collect that work back from students, and efficiently give them feedback on their learning. Initially, I would e-mail the students the task sheet, then they would download it and open it in another ‘app’ that allows them to work on it. Once finished, the students would e-mail me the work back. Lots of e-mails got lost, or my e-mail became too hard to organise and manage. Also, students could not e-mail big files like videos they’ve been working on. Additionally, having to e-mail all feedback to students was not fun. Basically, an iPad workflow that relies mostly on e-mail can be a big headache (in my opinion, at least).

Towards the end of 2012, Edmodo introduced a wonderful new feature to their iPad app: the ability to import a document from any iPad app into Edmodo, and hence upload it to your Edmodo Library. This was a great update, and many teachers got excited about it. This meant that now I can use my iPad to upload handouts/task-sheets and then attach them to an ‘assignment‘ post on Edmodo. It also meant that students could download these task-sheets/handouts, work on them in another app, then upload them back onto Edmodo to submit for an ‘assignment’ post. I quickly started using Edmodo in that manner with my year 8 Humanities class. It was great!

All minor tasks and major assessments were assigned through Edmodo, whereby the students would download the task-sheet, work on the assignment in the designated app (Pages, Keynote, iMovie, Notability and Skitch are the most popular in my classroom), then submit their finished product back on Edmodo. Once all assignments are submitted, I then download each student’s submission, mark/grade their work and give them the numerical grade and feedback comment all on Edmodo. The same applies for Edmodo Quizzes: the students can solve them on Edmodo, and view their answers and marks/feedback on Edmodo. In short, Edmodo offers a very efficient, manageable and free workflow system for teachers in an iPad classroom: teachers can easily distribute work to students, collect work back, mark/grade it and give feedback all on the one platform! Below are some annotated screenshots of all the great things Edmodo helps me accomplish in my classroom:

However, I quickly realized that I also wanted my students to collect all that work they’re doing into one easily accessible ‘portfolio’, as opposed to it just being on the other apps, and then submitted on Edmodo. This is where Evernote has been a great help. Any student-created Keynote presentations, Pages documents, annotated PDFs, and annotated photos that the students submit on Edmodo, they can also export to Evernote (in their ‘notebook’ which they ‘share’ with me). I always ask my students to export and submit everything in PDF-format as it preserves the formatting of the document. Once I mark the assignment on Edmodo, the students take a screenshot of the feedback comment and the numerical grade. These screenshots are then added into the same note on Evernote where they attached their work in PDF format. An example of this is shown below:

Since the students had free accounts on Evernote, I could view everything they added into their ‘Shared Notebook’, but I could not modify or edit any notes. Therefore, by the end of the first term of this year, I decided to trial having a premium account. I created a notebook per student, and shared it with them. Since mine was a premium account, that allowed the both of us to edit and modify notes. We continued to use both Edmodo and Evernote in the same way, however I could now leave my feedback directly in their Evernote notebook for the minor activities finished in class, and use the Edmodo ‘Assignment’ feature for the major assessments. One way by which these shared Evernote notebooks have also been a great help is how I use them to give feedback on quizzes completed on Google Forms. I often create quizzes and tests on Google Forms for my students to complete. The students would access the quiz/test through the URL that I post on Edmodo, and take a screenshot of their filled-in forms before clicking ‘Submit’. I would then open the form responses in spreadsheet-format, copy each student’s ‘row’ of responses and the row of questions, and paste both into their workbook along with my feedback and mark. Here is an example:

I have also previously written feedback notes in the students’ shared notebooks where I would attach a PDF rubric, and an audio-note along with the numerical marks. I usually do that at the end of every term. Here is an example of that:

To conclude, Edmodo and Evernote together have really helped me setup an efficient and manageable workflow for my iPad classroom. All tasks can be distributed through Edmodo, downloaded by students from Edmodo into other apps, submitted or ‘turned-in’ through Edmodo, marked/graded on Edmodo, and students can even receive feedback on Edmodo. I would definitely direct any teacher interested in finding out more about it to the ‘Edmodo Help-Centre‘. Furthermore, Evernote has been a great help in allowing the students to collect all this work (along with the feedback received on it) into the one place in the form of a portfolio. Below are some screencasts explaining certain how-tos associated with my workflow, and a screencast giving a tour of my one of my students’ shared notebooks.

This year the eLearning leaders at our school were asked to find a “cost-effective” way to allow students to create digital portfolios (ePortfolios) that can be exhibited during the school’s end-of-year exhibition. Evernote was definitely considered as an option, but the cost of the premium account was a deterrent. Additionally, we wanted something that can easily be viewed on the Internet to help with the portfolio assessment process and to share with parents.

I have always been a big fan of Google Tools, and I’m an even bigger fan of Google Sites. However, the Google Sites interface is not the most iPad-friendly, and uploading attachments requires a slightly longer process and a lot of patience. But, it’s feasible!

I noticed that on Twitter, the whole discussion about ePortfolios for iPads does not mention Google Sites at all. Surely, there are more iPad-friendly tools like Evernote, Three Rings and Easy Portfolio. But our school is a Google school, and so all our staff and students have Google accounts, that’s the first reason we decided to choose Google Sites. Secondly, building an ePortfolio on Google Sites will not follow the same process on the iPad as it would on a laptop/desktop computer, as there is no ‘hard disk’ on the iPad from which you can directly upload the artifacts to be exhibited. That presents challenges, but I still insist that it is doable, so long as teachers & students are patient and keep an open mind.

The combination of apps our students use to build those portfolios includes: Pages, Keynote, ShowMe, iMovie, Notability, Google Drive iPad app, and Safari. Any document the students have on Keynote or Pages can be uploaded directly on Google Drive through the iPad app, and I ask them to ‘open in Google Drive’ as a PDF (because it preserves formatting). If the students have a video on iMovie, it can be exported to the Camera Roll and then uploaded on Google Drive through the iPad app, the same with any photos in their Camera Roll. If students have work on ShowMe, it can be uploaded onto their ShowMe.com profile, and then the ShowMe can be ’embedded’ directly into the Google Site by using the embed code. If students have any annotated PDFs on Notability, they can be similarly exported to the Google Drive iPad app. I think that pretty much covers all student work!

Basically, I tell my students to upload one artifact at a time, and then create a Google Document in which they will write up their reflection on that artifact. Once all artifacts are uploaded, and the associated reflections are written up, students then must change the sharing setting of these artifacts and reflections to ‘anyone with the link…’ and ‘can view’. Each artifact is then hyperlinked in the Google Sites ePortfolio, and the associated reflection is embedded right under it.

Here are the detailed written steps of this process, followed by some video how-tos:

Detailed Written Steps:
1- Create a folder in Google Drive (through the iPad app) called ‘Portfolio Items’ or ‘Portfolio Artefacts and Reflections’.

2- Choose the artefact you want to upload, whether it is a Pages document or a Keynote presentation and ‘Open in Google Drive’ as a PDF. You can also directly upload pictures or videos from your Camera Roll onto the Google Drive iPad app.

3- Once an artefact is uploaded onto Google Drive, rename it so you can easily identify it later, and then create a new Google Document where you will write up the reflection associated with that artefact. Give that Google Document a name similar to the artefact but with the words ‘reflection on…’ at the beginning.

4- Repeat steps 2 & 3 for all other artefacts you wish to upload and reflections for each artefact.

5- Once all artefacts are uploaded and each artefact has its own associated reflection, log onto Google Drive through Safari.

6- Select the artefacts and associated reflections and change their visibility (through the ‘sharing’ button) to ‘anyone with the link…’ and ‘can view’.

7- Open the artefact you want to add to your Portfolio from Google Drive and copy the ‘hyperlink’ to it.

8- Go to your ePortfolio on Google Sites and click ‘edit page’ and type a sentence that explains what the artefact is.

9- Select a part of that sentence that you want to ‘hyperlink’ and click the ‘link’ button at the edit bar, then paste the link to the artefact from Google Drive as a ‘web address’ Remember to select ‘Open in a new window’.

10- After you have hyperlinked the artefact, the next step is to embed the associated reflection. Click ‘insert’ at the top of your Google Site and select ‘Document’ from the menu of options. You will be taken to your Google Drive Documents and select the required document.

I published these steps and the videos on this Google Site for the staff and students’ reference: iPad Portfolio How-tos

I would like to clarify that I am not arguing that this is the ‘best’ way of creating digital portfolios on iPads, or that it is more superior to the other options like Evernote, Three Rings or Easy Portfolios. I am merely arguing that schools who might be in similar circumstances to our school can choose this as an option, and that while the process on the iPad is not as intuitive and the interface is not the most iPad-friendly one, it’s still DOABLE!

I can not describe how much easier Edmodo has made my teaching! At the beginning of this academic year, and in my capacity as an eLearning leader, I was involved in a whole-school effort to rollout Edmodo. The eLearning leaders at school gathered all teachers and showed them a few videos highlighting the benefits of Edmodo, then we divided all staff between us and went on to smaller workshops to help them set up their own accounts and classes. It caught like wildfire! I had staff approaching me everyday wanting to learn more and find out ways to use it better.

In my school, we have three year levels using the iPads (years 6, 7 and 8), and two year levels using laptops (years 9 and 10). Every student in those five year levels has a personal learning device, whether it’s a laptop or iPad. I generally teach the earlier middle years, and I am in charge of the school’s iPad program. Therefore my focus is usually on the iPad as a personal learning device. Edmodo now offers a fantastic iPad app, especially after recent updates just before Christmas 2012. I will try to list the many ways I use Edmodo, and why I love it so much:

It is now very easy to share a worksheet or handout with my students on Edmodo. If I prepare a worksheet on Pages or have a worksheet in my Dropbox, all I need to do is ‘open in another app’ and select Edmodo. I prefer to share worksheets and handouts as a PDF, because that preserves the formatting of the document and it’s very easy for students to download an app that allows them to annotate PDFs (like Notability or TypeOnPDF).

Students can easily download a document from Edmodo, use it in another app (like a PDF annotation app) and then upload it again onto Edmodo to submit it as an ‘assignment’. This solves the whole ‘work-flow’ problem that many teachers faced upon the introduction of iPads into the classroom. Worksheets, handouts, task sheets, graphic organizers, anything you want the students to work on, just upload it into your library, add it to a folder that you share with the students or attach it to a post, then they access it and open it in another app. Once they have finished, they need to upload it into their ‘backpacks’ and then submit it as an attachment to an ‘assignment’ that you posted.

Edmodo’s ‘assignment’ feature allows me to post an assignment with a due date and a task sheet, see who submitted it and when, mark it using a PDF annotation tool, grade/assess it and give feedback all in one neat place. It really is hassle-free! While the desktop version of Edmodo allows better assignment-marking features than the iPad app, I can still mark simple assignments on-the-go from my iPad.

Edmodo’s ‘quiz’ feature allows me to create really quick and simple quizzes to use in class. Creating the quiz is really simple, and I can use multiple-choice, fill-in-the-blanks, matching, or even short answer questions. It also shows you some really cool statistics about the students’ answers.

Edmodo’s ‘poll’ feature allows me create quick survey polls in class and can be a very valuable formative assessment tool. It has been very useful in my Humanities class to help me decide what students may need to focus on more for the coming lessons, or what sort of format would they prefer to submit their assignment as, among many more polls.

Edmodo’s ‘note’ feature has been a great help in creating exit slips for the students. Right before the lesson ends, the students are asked to write ‘one thing I learned today is…’ or ‘one thing that surprised me today was…’ or ‘one thing I’d like to find out more about is…’. After posting their exit slips, they can all see what the others have posted and maybe comment on each others’ posts and respond.

Edmodo’s ‘members’ feature allows me to manage my students in each class/group. This has been very handy in reminding a student of their username in case they forgot it while logging in again, or resetting their password if they can’t remember it, or even changing a student’s member-status to ‘read-only’ if they have been posting too much irrelevant content and abusing the posting feature. I can also use this feature to award ‘badges’ to my students, which is a great incentive for many of them.

Edmodo’s ‘small groups’ feature makes group-work a lot easier to manage and assess. In my drama classroom, students are arranged in small groups or ‘theatre companies’, and a lot of their brainstorming is done on Edmodo, or even simply documenting group-work in a virtual group-work log.

Edmodo’s ‘folders’ feature makes it very easy to organize documents in a folder and share that folder with my classes. Standard templates like reflection help-sheets or rubrics can be placed in these folders so students can have access to them anytime.

Edmodo has made it much easier to teach ‘digital citizenship’ skills in a safer and more-controlled environment. Having a strong social-networking aspect to it, Edmodo allows the teacher to model appropriate online behaviour and etiquette, and gives the students the opportunity to practice those skills in a teacher-controlled environment.

I would seriously recommend Edmodo to any teacher out there. I would also refer any of them to the Edmodo Help-Centre which has a great collection of how-tos (with screenshots and clear steps) and tips for using Edmodo.

I am a big proponent of eLearning and mLearning. There, I said it! However, I often receive comments from people saying “those kids are not necessarily learning more when they’re eLearning” or “eLearning is destroying those kids’ spelling abilities because of autocorrect and text-talk” or “eLearning will lead to a loss of lots of essential motor skills like handwriting because of all that touch-typing” etc… The list of Armageddon-like scenarios people creatively conjure up is endless! I believe some of these concerns are valid, but can also be completely blown out of proportion.

eLearning and mLearning offer benefits for educators such as saving paper, higher student engagement, immediate student response systems, fast feedback, portability, mobility and many more. Students can also learn at their own pace, and connect with a global audience. Lots of eLearning tools also allow students to create many things: animated movies, blogs, podcasts, vodcasts, screencasts, ebooks, comics etc… However, I am also a proponent of using everything “in moderation”. While using these educational-technology tools enriches the learning experience of students in many ways, it still does not replace teachers, and it certainly does not entail we throw all our old practices out the window.

I do believe it is still important to expect students to write every once in a while, instead of type. Not every Art project has to be on the iPad, as hand-drawing on paper also offers a lot of benefits for the child’s sensory-motor development. Not every project or assignment has to be submitted in electronic format. Sometimes receiving a good poster about the topic where the student actually wrote down their understanding, and used REAL scissors and glue to cut and paste pictures, can be as rewarding a learning experience as a virtual poster using Google Images and typed up paragraphs.

Web 2.0, mobile devices, tablets, interactive whiteboards are all TOOLS. Any skilled teacher should have a whole TOOLBOX of diverse tools, with edu-technology being a part of many others in that toolbox. Not all books have to be ebooks, not every written word has to be typed, not every assignment has to be electronic, not every discussion has to be online, and so on… Students need to learn a very large range of skills to be able to cope with the demands of the modern workplace, but not all these skills can necessarily be taught with a sole-reliance on educational technology tools. Teachers have to find the right balance between edtech and non-edtech learning experiences, so that our students are as well-prepared for life beyond the classroom as possible!

A group of science teachers were sitting around on the staff room table. They were having a faculty meeting. One of them said, “I found this great app about biological cells! We can use this to teach the unit about cells!”. Another one responded by saying “This app I stumbled upon yesterday is amazing for teaching about the periodic table!”. The conversation went on for quite some time, only to end with one of them saying “there aren’t that many apps that can be used to teach Science”. This is when I intervened!

What I observed was a number of teachers who flicked through the chapters of the textbook, and then tried to find an iPad app to replace each chapter. I believe this approach is very limiting, and does not allow for full utilization of the iPad as a tool. I teach drama, and none of the apps I use in my classroom have anything to do with drama!

In Andrew Douch’s words, the iPad is a “Swiss-army knife” of tools! Subject-specific apps are great, but generic apps are even greater! There’s so much you can do in every subject with just a bunch of generic and cheap/free apps! Using the iPad in the classroom does not just mean using apps that are subject-specific. It is more useful to think of learning processes and activities, and how the iPad can facilitate these learning activities, not replace the designated reference used in the subject (i.e. textbook).

Here are some generic learning activities (or learning processes) that can incorporate the iPad, and using apps that are not subject-specific:

1- Documentation: the iPad has a Camera. So what? Before iPads, students may have been asked to use digital cameras, and then connect them to a laptop/desktop, import their photos/videos and so on. There were a lot of steps involved, and more than one device. The iPad eliminates all these steps. In science classes, the students could shoot video footage of their science experiments. In art classes, the students could take snapshots of their artwork at different stages of the creation process. In maths classes, students could take snapshots of the whiteboard to keep a visual record of the steps a teacher took to solve an equation. The students can also keep video footage of class discussions or group work for their documentation. Realistically, the ability to shoot video/take photos anytime and anywhere, without having to import them on another device later, is a great advantage for any subject area.

2- Reflection: the iPad can make student-reflections easier and more suited to their learning styles. Students can use an app like Evernote to keep reflection notebooks/journals. Evernote notebooks allow inserting text, photos (from the Camera-roll), voice notes, checkboxes, and locations. Therefore, students can reflect in oral or written format, and supplement their reflections with photos and screenshots. An app like ShowMe can also facilitate reflection, as students insert photos of different parts of the learning process and doodle over them, while also recording their voice. Reflection has a role (or should have a role) in all subject areas, and so these apps/learning activities can be used in whatever class.

3- Discussion: this is not necessarily an advantage of the iPad itself, but the iPad does facilitate discussion by allowing mobile access to several discussion platforms. Students can have back-channel discussions on Edmodo while a teacher is explaining a lesson. Twitter hash-tags can also be used to encourage back-channel discussions, or even a Facebook page. Whatever the subject area is, these apps/tools can facilitate discussion in any class.

4- Formative Assessment: being able to gauge the students’ learning while it’s still occurring is a very useful thing for teachers. Again, it’s not a characteristic of the iPad itself that makes it easier to make formative assessments, but its mobility and portability, as well as a range of apps that facilitate the process. An app like Socrative allows students to ‘click’ their answers as a teacher poses a question, and also allows teachers to create and assign quizzes, and exit slips. The teacher could also poll the class quickly before deciding the next course of action. Socrative will automatically send the teacher an e-mail with a spreadsheet report of the answers. Also, the statistics can be displayed directly on the app to show the class and prompt further discussion to correct misguided learning. The teacher just downloads the Socrative Teacher Clicker and creates a free account. The students then download the Socrative Student Clicker and join the teacher’s room, no sign-in or registration required. Socrative can be used in any subject area, as it is not subject-specific.

5- Creation: as Andrew Douch wrote, the iPad is a “Swiss-army knife of content-creation tools“. I have written a post previously about using the iPad to encourage creation in the classroom. In this post, you will find several non-subject specific apps that teachers can use to get their students creating blogs, wikis, animated cartoons, comics, podcasts, screencasts, videos/movies, ebooks, ePortfolios, and much more. These content-creations can be used in all subject areas. Students can create podcasts in science class explaining main concepts, or comics in history class to describe a historical event, or animated cartoons in geography class where they are interviewing a famous geographer, or screencasts in Maths class to explain steps taken to solve a mathematical problem etc…

To conclude, I would like to encourage teachers to explore the apps mentioned in this post, as well as any linked posts. Below is a screenshot of many apps that can be used in meaningful learning activities, and none of these apps are subject-specific!

Andrew Douch wrote “the iPad is a swiss army knife of content-creation tools”. I read that sentence in his blogpost ‘How an iPad is a More Powerful Content-Creation Device Than a Laptop‘ and realised that he managed to say what I have been trying so hard to say for months, but just couldn’t find the words or gather the courage. I constantly come across teachers who argue that the iPad is very limiting and restricting, and that a laptop is far more superior. I personally disagree, but found it hard to argue my case. Andrew Douch wrote that ‘if professional production quality is your imperative, then the iPad is not your best tool’ and that it may be best to find a more ‘technologically capable’ device. However, he did argue that it is more ‘pedagogically productive’. The paragraph that sums it all up reads as such:

‘But producing comparable creative content on an iPad is relatively quick, simple, yields impressive results with minimal fuss, and the learning curve is … well, there almost isn’t one! There is no need to connect an external microphone (the built-in one is better than that in any laptop), no need to adjust recording levels, no need to use a pop-filter. No need to import media from a recording device to the editing device (becasue they are one and the same), and it’s unnecessary to allow 10 minutes at the end of a class, to save, unplug devices, shut down and stow the laptops. Instead, when the bell sounds, students simply flip their iPad cases closed and walk to the next class!’

And that is the truth, ladies and gentlemen. The iPad combines so many content-creation tools in one device, that it truly is a ‘swiss army knife’. Right there from the same device (without any external supplementary tools, and with a few cheap apps), students have the opportunity to create podcasts, screencasts, movies, blogs, microblogs, websites, eBooks, wikis, electronic portfolios, animated cartoons, comics, annotated PDFs, annotated pictures, photos, paintings, drawings etc… Andrew Douch also wrote that:

We’ve had computers in schools for years, but in reality many (most?) classroom teachers don’t and never did have their students making podcasts, movies, eBooks and websites. Doing so seems too time consuming and for many non-technical teachers the learning curve appears disproportionate to the benefits realised.

Using the iPad will not produce the highest professional quality, but it will make all of these creations much quicker, and easier, and that’s what teachers need to tap into. I wrote this post with the intention of informing my school’s teaching staff of all the possible content-creation apps that I have come across. The apps I mention here are definitely not the only ones that can do what they are designed to, but they are the ones that I am aware of and have previously used. I will divide the list according to its potential for content creation. So, here goes my attempt:

Blogs/websites: I use the WordPress iPad app, as well as the Blogger app for blogging. Generally, I set up the accounts for the students using a class gmail account (due to age restrictions and safety reasons). On a blog, you can have pages, and sub-pages, and you can embed videos, screencasts, photos, files (through Google Drive, for example) and much more, which essentially means it can be both a blog and a website.

Screencasts: My favourites are definitely ShowMe and Explain Everything. ShowMe has the advantage of being an online learning community, and screencasts can be uploaded on a ShowMe profile and then later on embedded on a blog or website. Explain Everything has the advantage of being able to import media such as PDFs or PowerPoints/Keynotes, and annotate over them while recording voice. However, Explain Everything screencasts may need to be uploaded on YouTube or Vimeo first in order to embed them on a blog/website.

Movies/videos: I believe iMovie is by far the easiest to use (though many others disagree). My students use iMovie to create trailers, edited videos, short movies, and photo presentations with music and text. I think all that is quite enough for a classroom activity or task in any subject. Again, uploading these videos/movies on a class YouTube or Vimeo channel can allow embedding them on a blog/website/wiki.

Podcasts: My favourite is Audioboo (but there are many others out there like using Audio Memos along with a Posterous account). My students record their Audioboos and then embed them on their blog/website. Some students also prefer using GarageBand to record audio files, and then import them into iMovie, where they add a picture or some sort of visual element. The students would then upload the podcast onto the class YouTube channel and embed it into their blog/website.

eBooks: I prefer to use Book Creator because it is easy and relatively efficient. You can also embed all sorts of media into your eBook, which a lot of students like to do. eBooks can then be uploaded onto the students’ e-portfolios, or even embedded/hyperlinked onto their blogs/websites.

ePortfolios: A blog, wiki or website can definitely be used as an ePortfolio. But for teachers who may be quite wary about age restrictions or the safety of their students, Google Drive offers huge potential for creating ePortfolios. Just by setting up folders and sharing them with the teacher/s, along with the Google Drive iPad app’s ability to upload all sorts of media (using ‘Open in another app’ functionality from most apps), the student can easily create and share an ePortfolio with the teacher. I have also used Evernote in many of my drama classes and I am a big fan of using Evernote for creating ePortfolios. However, I needed to set up an Evernote premium account and many teachers may refuse to do so.

Animated cartoons: I have three favourites here: Puppet Pals, Sock Puppets, and Toontastic. However, the best in teaching narrative structure is Toontastic, as there are different scenes: set up, conflict, climax, ending, and you can also add music to create different moods/emotions etc… I love using it with my four-year-old nephew just to get him to think about how to structure a story. Toontastic also allows uploading directly on ‘ToonTube‘, and then embedding on a blog/website.

Annotated PDFs/Photos/Pictures: I use Notability for annotating PDFs and Skitch for annotating pictures/photos. Both can produce content that can easily be integrated with Google Drive/Evernote and thus added to the student’s ePortfolio. Worksheets and handouts can now be shared with students as PDF files and then annotated using text, highlighters, markers, pencils, images or shapes, and that is a useful function for all subjects.

Microblogs: I am a big fan of Edmodo, and I am a passionate user of this learning platform. Edmodo can now also make iPad workflow much easier after a recent app update, where files can easily be uploaded through the ‘Open in another app’ functionality. Teachers can also use Twitter and Facebook for micro-blogging in the classroom, but most social-networking policies in schools place many restrictions and challenges when it comes to these tools.

Comics: I often use Strip Designer or Zoodle Comics to encourage students who wish to create comics. Both apps also allow sharing in PDF formats or into the Photo Library/Camera Roll, which can then easily be uploaded on Google Drive or embedded in blogs/websites.

To conclude, I would like to restate: I am not arguing that only the iPad can allow such content-creation in the classroom, but I do believe these creations are much easier to produce on an iPad than on a laptop or desktop computer (where additional accessories are often required, along with expensive specialised software). The iPad truly is ‘a swiss army knife of content-creation tools‘ as Andrew Douch wrote, and with these words I encourage you all to go forth and iCreate.